Separation Anxiety In Children

Very young children who are removed face an additional danger added by the experience itself, which is separation. The emotional and developmental harm that may come to them is related to how they perceive the reason for the

but are quickly soothed upon reunion. The anxious-ambivalent and disorganized infants are characterized with thrilling anxiety during separation and strive for closeness to their attachment figure upon reunion.

Separation anxiety disorder is “a psychological condition in which an individual has excessive anxiety regarding separation from places or people to whom the individual has a strong emotional attachment” (anxietypanichealth.com 2008). Individuals with this disorder typically become debilitating distressed when they are faced with actual or perceived separation from major attachment figures. Vijaya Manicavasagar of the psychiatry research and teaching unit of Liverpool Hospital in New South Wales in Australia

Robertson classified the three stages of separation, protest, despair, and denial or detachment. Bowlby next concluded that separation anxiety in children and adults is usually triggered when feelings of flight and attachment occur and there is no attachment figure vacant. Bowlby disagreed with Freud who said maternal over gratification is a jeopardy in infancy. Freud overlooked the part that fake affection and overprotection might be coming from a mother’s repayment of the natural, unfriendly nature she has. To conclude, Bowlby’s opinion is as follows: Separation anxiety is because of harmful family experiences. It can be threats of abandonment or rejection, or possibly because of a siblings illness or death, which the child feels responsible for. Further, Bowlby mentioned that sometimes separation anxiety is not there at all which shows a great maturity. He claimed a well-loved kid will detest separation from a parent, but he will later on grow self-determination. Separation anxiety can evolve into something darker than just the anxiety aspect. Bowlby said grief and mourning happens when the attachment figure is continuously unavailable. He stated that deep relationships do not happen when the attachment figure is replaced too

The journal article “Childhood Separation Anxiety Disorder in Patients With Adult Anxiety Disorders” focuses on the prevalence of childhood separation anxiety disorder (CSA) in adults with one or more anxiety disorder, and whether or not there is a correlation between them. The authors clearly included their hypothesis, which states they presume there to be higher rates of childhood separation anxiety disorder among patients with various adult anxiety disorders than in adults with only one adult anxiety disorder. In addition, the authors included the operational definitions of comorbid anxiety disorders and childhood separation anxiety disorder. They defined comorbid anxiety disorders as having more than two lifetime adult anxiety disorders. The authors were more specific when clarifying CSA, which they defined as being diagnosed with excessive anxiety regarding the separation of those whom the child is emotionally attached to, as well as experiencing three of the nine symptoms listed in the Diagnostic and Statistical Manual of Mental Disorders for at least two weeks.

Ainsworth et al (1978) was the first to empirically classify an infant’s attachment style, through the use of a series of consecutive separations and reunions, with an infant and their primary caregiver. This experiment is known as the Strange Situation (Ainsworth et al., 1978) and aimed to illustrate what “attachment style” a child’s behaviour fell under, during these separations and reunions. The findings highlighted three main attachment styles. Securely attached (type A), the child is distressed during separation, however is easily comforted by care giver on reunion. Insecure Avoidant (type B), the child ignores or does not respond when reunited with care giver after separation. Anxious/ Ambivalent (type C) infant is not soothed by caregiver after during reunion after separation. Later a fourth attachment style was added by Main and Solomon (1986) disorganised (type D), the child shows no clear attachment behaviour. It is believed that from these attachment styles, disorders can

There are many types of anxiety, the most common kinds developed in children are Generalized Anxiety, which is when a child has recurring fears and worries that they find difficult to control. They worry about almost everything. They may be restless, irritable, tense, or easily tired, and they may have trouble concentrating or sleeping. There’s also Separation Anxiety, where children intense anxiety about being away from home or caregivers that affects their ability to function socially and in school. These children have a great need to stay at home or be close to their parents. Children with this disorder may worry

Which are proximity maintenance, safe haven, secure base and distress at separation. The first stage is proximity maintenance, where infants desire to be close to their caregiver with whom they share an attachment. Because of this, infants endeavour to be near their caregiver as possible since they enjoy their company. Also, attachments create a safe haven, where infants depend on their attachment figures for care and comfort when feeling threaten or in distress. They cry when they don’t like something and stops crying when they have what they want. However, attachment figures also provide a secure base for discovery. This is very necessary during childhood. This stage provides infants with the avenue to explore and learn by themselves whiles knowing they can return to attachment figures for safety. Lastly, infants experience separation distress when separated from their attachment figure. For example, infants (kids) become upset and cry when their mothers leave to work.

Typically between eight – twelve months a child develops separation anxiety which is a weary or fretful reaction that infants and toddlers often display when separated from the person to whom they are attached. The next form of attachment identified by Ainsoworth was Secure attachment. This is when the child doesn’t mind being with a stranger just so long as the attachment figure is present (caregiver). When this attachment figure leaves the room and leaves the child with the stranger the child begins to grow unhappy and uncomfortable around the stranger, they become distressed and may whine or cry. Then once the attachment figure returns to the room again to the child, the child seeks comfort off the attachment figure by putting their hands in the air and wanted to be picked up.

A child with disorganized-disoriented attachment may seem dazed and detached when the parent leaves but also have outburst of anger and seem fearful when they return. This behavior is mostly seen in children who have suffered neglect or abuse, or with autism and down

There may be at least one or two females in your office who have already gone through your situation. Have a talk with them and get some tips on how they had cope with baby separation anxiety. Since they have experienced what you are going through, their tips will be of high value for you.

Treatment for separation anxiety disorder normally will include therapy, medication, or both. Cognitive behavioral therapy (CBT) is the most common form of therapy that is used to treat separation anxiety disorder. CBT helps children and parents to learn ways to change negative thoughts and behaviors. Therapists can also help and show parents to understand how their behavior (more less an enabling behavior) may even increase their child’s anxiety (for example, letting their child to skip school). Seeking medical advice is very important. It is best to get medical advice if you are concerned that your child has separation anxiety disorder, because if it is left untreated, the anxieties can grow bigger and only get

Anxiety is a part of normal life. The anxiety due to an exam, making an important decision or maybe even meeting a new person is healthy, normal anxiety. However, anxiety disorders occur when normal anxiety starts recurring and interferes with daily life. Around 10-20% of all children suffer from anxiety disorders and about 1/5th of these children receive treatmeant. Anxiety disorders in children affect their education, family life and social life. They have a major effect on the child’s functioning of life as separation anxiety, generalized anxiety, special phobias and social anxiety. Childhood anxiety disorders can lead to adult anxiety disorder thus causing depression,

There are three techniques to help with separation anxiety in all dogs. For example my Golden Dox it helped with her(Sophie).There’s also other ways like to leave the radio on so that they think you're there and plus with the pillows or whatever you used will help as well. Or just put a little bit of food/Treats in their kennel so that they can have something to chew or eat. If you let your dog run around the house and just let it do whatever then that helps as well. There are lots of ways but in my opinion the best one is to use old clothes or pillows and blankets. It helps the most because your scent is on the pillows. There’s a lot of other ways to help with separation anxiety

I believe that many of things affects the level of separation anxiety that child might experience. First off separation anxiety is something every child is going to go through it is a normal developmental stage for children. It shows that the infant have form an attachment to their caregiver. It is a fear that their parent or their caregiver will not return to them. If the infant is just constantly around their Mother, Father or caregiver of course when you leave them someone else the will have a problem with it.